Pub Date : 2018-12-28DOI: 10.53935/2641-533x.v1i4.96
T. Bayu
The main objective of this paper is to figure out the main factors that determine academic status in a higher education institution. Based on the data collected from 218 students using structured questionnaire the researcher uses graphical, tabular and maximum likelihood estimations techniques address the stated objective. Both the graphical illustrations and the maximum likelihood results of ordered logit and ordered probit estimates indicate that gender, age, previous academic background (i.e., students grade twelve university entrance result as a proxy), department choice have a significant effect on the academic status of student at a higher institution. The findings show that female students have a higher probability of being academically poor than male given all other factors the same. Forcing students to join a department without their choice has adverse negative effect on students’ academic status. The other variables which directly affect students academic status is students’ previous academic background. Based on the findings the researcher recommends that Student’s academic background and their first department choice should be seriously emphasized by the ministry of education when students are assigned for each university and faculty at national level.
{"title":"Determinants of Academic Status in Higher Education","authors":"T. Bayu","doi":"10.53935/2641-533x.v1i4.96","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i4.96","url":null,"abstract":"The main objective of this paper is to figure out the main factors that determine academic status in a higher education institution. Based on the data collected from 218 students using structured questionnaire the researcher uses graphical, tabular and maximum likelihood estimations techniques address the stated objective. Both the graphical illustrations and the maximum likelihood results of ordered logit and ordered probit estimates indicate that gender, age, previous academic background (i.e., students grade twelve university entrance result as a proxy), department choice have a significant effect on the academic status of student at a higher institution. The findings show that female students have a higher probability of being academically poor than male given all other factors the same. Forcing students to join a department without their choice has adverse negative effect on students’ academic status. The other variables which directly affect students academic status is students’ previous academic background. Based on the findings the researcher recommends that Student’s academic background and their first department choice should be seriously emphasized by the ministry of education when students are assigned for each university and faculty at national level.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85012891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-24DOI: 10.53935/2641-533x.v1i3.87
G. M. Anapey, D. Mensah, Stephen Antwi-Danso
Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana‘s vision for ICT integration into higher education lessons, the current study sought to predict university graduates‘ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students‘ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.
技术创新正在改变穷人、富人的生活、国家的经济和教育。因此，加纳于2003年承诺制定ICT加速发展政策(ICT4AD)，以实现在知识经济中有利竞争的变革愿景，此外，加纳学校还引入ICT相关课程，以开发本土知识开发的人力资源，这是值得称赞的。然而，教学技术专家担心，加纳从基础到高等的ICT课程可能过于笼统，缺乏针对课程的综合素养，从而可能扩大数字鸿沟。为了支持加纳将信息通信技术融入高等教育课程的愿景，本研究试图使用偏最小二乘结构方程模型(PLS-SEM)方法从认知结构中预测大学毕业生的整合素养。测量和结构模型拟合指标用SmartPLS版本3进行测试。结果显示，学生的目标设定和成就需求对ICT综合技能的预测显著高于15% (R2 = .155)。然而，自我效能感并不是加纳学生ICT整合素养的重要预测因子(t = 1.74, p = 0.05)。我们的结论是，虽然毕业生的目标设定和对成就特征的需求激励他们在加纳公立大学获得技术技能，但根据我们的结构模型，85%的潜在变量，如教学法、讲师的计算机集成能力和获取途径，仍未被考虑在内。本研究建议职业顾问可以设计认知干预来改善学生的自我效能特质，教育管理者应鼓励学校的ICT教师进行形成性评估，以加强技能发展。
{"title":"Structural Equation Modeling of Cognitive Determinants of Technology Integration Literacy in Ghanaian Higher Education","authors":"G. M. Anapey, D. Mensah, Stephen Antwi-Danso","doi":"10.53935/2641-533x.v1i3.87","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i3.87","url":null,"abstract":"Technological innovations are altering the lives of the poor, rich, nation‘s economics, and education globally. Hence, Ghana‘s commitment to formulate the ICT for Accelerated Development (ICT4AD) Policy in 2003 to achieve the transformative vision of competing favorably in the knowledge economy in addition to the introduction of ICT- related subjects in the Ghanaian schools to develop the human resources for indigenous knowledge development is laudable. However, instructional technologists feared that the Ghanaian ICT curriculum from basic to tertiary level might be too generic and lacking curriculum-specific integration literacy, thereby likely to widen the digital divide. To support Ghana‘s vision for ICT integration into higher education lessons, the current study sought to predict university graduates‘ integration literacy from cognitive constructs using partial least squares structural equation modeling (PLS-SEM) approach. The measurements and structural model fit indices were tested with SmartPLS Version 3. The results showed that students‘‘goal-setting and need for achievement significantly predicted over 15% (R2 = .155) of ICT integrate skills. However, self-efficacy was not an important predictor (t = 1.74, p > .05) for students ICT integration literacy in the Ghanaian setting. We concluded that whilst graduates‘goal-setting and need for achievement traits motivate them to acquire technology skills in the Ghanaian public universities, certainly, 85% of latent variables such as pedagogy, lecturers‘ computer integration competencies, and access remain unaccounted for per our structural model. The study recommends that career counsellors could design cognitive interventions to improve students‘ self-efficacy traits and educational administrators should encourage formative assessment by ICT instructors in their schools to enhance skills developments.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75374466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-24DOI: 10.53935/2641-533x.v1i3.85
P. Krishnanathan, T. Mangaleswaran
An empirical knowledge gap has been observed regarding the relationship between organizational commitment and employee job performance of Administrative Officers in University of Jaffna, Sri Lanka. Therefore, in order to fill this empirical knowledge gap, this study was carried out with the objectives of explores the relationship between organizational commitment and job performance and explores the impact of organizational commitment on job performance of Administrative Officers in University of Jaffna, Sri Lanka. The data of this study have been collected from 40 Administrative Officers in University of Jaffna, Sri Lanka through the structured questionnaire. The data were analysed with univariate and bivariate analyses using SPSS 19.0. Findings of the study stated that there is a medium positive relationship between organizational commitment and job performance. And also findings of the study stated that organizational commitment has significant impact on employee performance. This study suggested that organizational commitment of the employees can improve employees‟ job performance.
{"title":"Organizational Commitment and Employee Performance with Special Reference to Administrative Officers at the University of Jaffna, Sri Lanka","authors":"P. Krishnanathan, T. Mangaleswaran","doi":"10.53935/2641-533x.v1i3.85","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i3.85","url":null,"abstract":"An empirical knowledge gap has been observed regarding the relationship between organizational commitment and employee job performance of Administrative Officers in University of Jaffna, Sri Lanka. Therefore, in order to fill this empirical knowledge gap, this study was carried out with the objectives of explores the relationship between organizational commitment and job performance and explores the impact of organizational commitment on job performance of Administrative Officers in University of Jaffna, Sri Lanka. The data of this study have been collected from 40 Administrative Officers in University of Jaffna, Sri Lanka through the structured questionnaire. The data were analysed with univariate and bivariate analyses using SPSS 19.0. Findings of the study stated that there is a medium positive relationship between organizational commitment and job performance. And also findings of the study stated that organizational commitment has significant impact on employee performance. This study suggested that organizational commitment of the employees can improve employees‟ job performance.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78627234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-24DOI: 10.53935/2641-533x.v1i3.89
M. A. Mosha
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
{"title":"Students’ Attitudes and Motivation towards Learning Literature in English in Zanzibar Secondary Schools","authors":"M. A. Mosha","doi":"10.53935/2641-533x.v1i3.89","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i3.89","url":null,"abstract":"This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89738578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-22DOI: 10.33687/EDUC.005.03.2667
S. N. Maijo
This study conducted to assess the impact of school feeding programme on pupil’s academic performance in Mlunduzi ward, Tanzania. The cross-sectional survey design was used for this study. This study was equally qualitative and quantitative in nature. A questionnaire was administered to capture the impact from 96 respondents in four randomly selected primary schools in Mlunduzi ward. Focus Group Discussion (FGD) was employed to complement the questionnaires. A checklist was used to validate data from learners and teachers through the focus group discussion. The data were analyzed using descriptive statistics. The results expose that school feeding programme had shown significant impact on learner’s academic performance. The analysis has indicated that the school feeding programme had increased examination performance, helped to get learners into school, enhancing enrolment and reducing absenteeism. The assessment of examination scores in the period before and during school feeding programme had shown that learners got better in an examination during the school feeding programme than before. The study recommends that in practice school feeding programme is difficult interventions; it can be with advantages if the policy makers and implementers can benefit from a careful examination of the programme by involving local communities than depending on donors so as to ensure sustainability of the programme.
{"title":"Impact of School Feeding Programme on Learners’ Academic Performance in Mlunduzi Ward, Tanzania","authors":"S. N. Maijo","doi":"10.33687/EDUC.005.03.2667","DOIUrl":"https://doi.org/10.33687/EDUC.005.03.2667","url":null,"abstract":"This study conducted to assess the impact of school feeding programme on pupil’s academic performance in Mlunduzi ward, Tanzania. The cross-sectional survey design was used for this study. This study was equally qualitative and quantitative in nature. A questionnaire was administered to capture the impact from 96 respondents in four randomly selected primary schools in Mlunduzi ward. Focus Group Discussion (FGD) was employed to complement the questionnaires. A checklist was used to validate data from learners and teachers through the focus group discussion. The data were analyzed using descriptive statistics. The results expose that school feeding programme had shown significant impact on learner’s academic performance. The analysis has indicated that the school feeding programme had increased examination performance, helped to get learners into school, enhancing enrolment and reducing absenteeism. The assessment of examination scores in the period before and during school feeding programme had shown that learners got better in an examination during the school feeding programme than before. The study recommends that in practice school feeding programme is difficult interventions; it can be with advantages if the policy makers and implementers can benefit from a careful examination of the programme by involving local communities than depending on donors so as to ensure sustainability of the programme.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88346124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-22DOI: 10.33687/EDUC.005.03.2762
B. Ola, Ayoola Olajide, S. Olajide, I. Williamson, S. Dyson
Sickle cell disease is a major public health issue in sub-Saharan Africa, with Nigeria having the largest absolute numbers of young people living with sickle cell disease. Research in the Global North suggests that young people with sickle cell disease are not well supported at school, whilst research in the Global South focuses on attitudes to the identification of genetic carriers to prevent births of children with sickle cell disease, rather than support of those with the sickle cell disease condition itself. Between 2015 and 2017 a randomized controlled trial based on one hour education session for school teachers, based on information contained in a guide to school policy on sickle cell disease, was conducted with 402 young people with sickle cell disease across 314 schools in Lagos State, Nigeria. Young people with sickle cell disease in both intervention group and control groups showed significant decreases in the number of days of school absence and in self-reported indicators of lack of support, and significant increases in self-reported indicators of school support. The results suggest a breakdown of the randomization, probably because the young people with sickle cell disease all reacted positively to researchers taking an interest in their welfare in a context where they would usually be heavily stigmatized and would be inclined to hide their sickle cell disease status from others at school. In conclusion, conditions conducive to conducting successful research on sickle cell disease in this context - increased self-esteem in young people with sickle cell disease, reduction in within-school stigmatizing attitudes, and commitment by policy makers to improve the situation of young people in schools – are the very factors that would improve the experiences of young people living with sickle cell disease at school in Lagos, Nigeria. The fact that positive changes did occur warrants further research on this topic.
{"title":"An education session on sickle cell disease with teachers in Lagos, Nigeria: evaluation of a randomized controlled trial","authors":"B. Ola, Ayoola Olajide, S. Olajide, I. Williamson, S. Dyson","doi":"10.33687/EDUC.005.03.2762","DOIUrl":"https://doi.org/10.33687/EDUC.005.03.2762","url":null,"abstract":"Sickle cell disease is a major public health issue in sub-Saharan Africa, with Nigeria having the largest absolute numbers of young people living with sickle cell disease. Research in the Global North suggests that young people with sickle cell disease are not well supported at school, whilst research in the Global South focuses on attitudes to the identification of genetic carriers to prevent births of children with sickle cell disease, rather than support of those with the sickle cell disease condition itself. Between 2015 and 2017 a randomized controlled trial based on one hour education session for school teachers, based on information contained in a guide to school policy on sickle cell disease, was conducted with 402 young people with sickle cell disease across 314 schools in Lagos State, Nigeria. Young people with sickle cell disease in both intervention group and control groups showed significant decreases in the number of days of school absence and in self-reported indicators of lack of support, and significant increases in self-reported indicators of school support. The results suggest a breakdown of the randomization, probably because the young people with sickle cell disease all reacted positively to researchers taking an interest in their welfare in a context where they would usually be heavily stigmatized and would be inclined to hide their sickle cell disease status from others at school. In conclusion, conditions conducive to conducting successful research on sickle cell disease in this context - increased self-esteem in young people with sickle cell disease, reduction in within-school stigmatizing attitudes, and commitment by policy makers to improve the situation of young people in schools – are the very factors that would improve the experiences of young people living with sickle cell disease at school in Lagos, Nigeria. The fact that positive changes did occur warrants further research on this topic.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81411409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.53935/2641-533x.v1i2.80
A. Rehman
This article discusses the shift in professional development models from inspectional to collegial systems and the effect of this trend in a Saudi Arabian university context. Members of the professional development unit responsible for the supervision of over 200 teachers in a Saudi Arabian university were interviewed. After qualitative analysis, three themes emerged: (1) Teacher Resistance (2) Willingness to listen to teachers (3) Standardization. The themes are discussed with the focus on how they help us determine which models of supervision influence the participant supervisors the most.
{"title":"The Effect of the Shift in Professional Development Models on a Saudi Arabian University Context","authors":"A. Rehman","doi":"10.53935/2641-533x.v1i2.80","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i2.80","url":null,"abstract":"This article discusses the shift in professional development models from inspectional to collegial systems and the effect of this trend in a Saudi Arabian university context. Members of the professional development unit responsible for the supervision of over 200 teachers in a Saudi Arabian university were interviewed. After qualitative analysis, three themes emerged: (1) Teacher Resistance (2) Willingness to listen to teachers (3) Standardization. The themes are discussed with the focus on how they help us determine which models of supervision influence the participant supervisors the most.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74483905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.53935/2641-533x.v1i2.83
Jing Luo, Yue-kui Xu
With the establishment of business English major in the universities in China, more and more kinds of the business English teaching materials have flooded into the market. However, the authors find that the business English teaching materials in the market can‟t totally meet the demand of business English education. Based on the theory of Constructivism, the authors firstly do the research on the present market of business English textbooks, and then design questionnaire to investigate users‟ opinion about textbook. The statistics indicates that the existing business English textbooks can‟t effectively attract the university students for self-studying, and more group work and activities are desirable. Finally, the authors try to offer some suggestions for improvement of business English textbook to enhance effectiveness of business English teaching and learning.
{"title":"What Brings a Good Textbook: The Research on Business English Textbook Compiling?","authors":"Jing Luo, Yue-kui Xu","doi":"10.53935/2641-533x.v1i2.83","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i2.83","url":null,"abstract":"With the establishment of business English major in the universities in China, more and more kinds of the business English teaching materials have flooded into the market. However, the authors find that the business English teaching materials in the market can‟t totally meet the demand of business English education. Based on the theory of Constructivism, the authors firstly do the research on the present market of business English textbooks, and then design questionnaire to investigate users‟ opinion about textbook. The statistics indicates that the existing business English textbooks can‟t effectively attract the university students for self-studying, and more group work and activities are desirable. Finally, the authors try to offer some suggestions for improvement of business English textbook to enhance effectiveness of business English teaching and learning.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78880484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.53935/2641-533x.v1i2.76
A. Albu, Arina Bădăluță, F. Dima
School programs are frequently too demanding, so there is a good chance of school failure and chronic fatigue. The study was carried out on a group of 211 students from two high schools in the city of Suceava. A questionnaire was used that attempted to quantify school fatigue, passive and active leisure time, and social relationships. Fatigue occurs as a result of exceeding the body's exercise capacity. The situation is difficult for teenagers who have to adapt to school demands but who are also vulnerable to excessive levels of effort. Passive rest is done through night and daytime sleep. Numerous daily activities are commonly associated with reduced hours of sleep. There are situations where relaxing activities such as watching television programs and using the computer can become tiring. A long time spent on the computer can be associated with restricting social relationships, a phenomenon that must be evaluated more closely. Such studies are essential for maintaining student wellbeing and for ensuring proper school performance.
{"title":"Assessment of School Fatigue, Leisure Time and Social Relationships in a Group of Teenagers from Two High Schools in Suceava, Romania","authors":"A. Albu, Arina Bădăluță, F. Dima","doi":"10.53935/2641-533x.v1i2.76","DOIUrl":"https://doi.org/10.53935/2641-533x.v1i2.76","url":null,"abstract":"School programs are frequently too demanding, so there is a good chance of school failure and chronic fatigue. The study was carried out on a group of 211 students from two high schools in the city of Suceava. A questionnaire was used that attempted to quantify school fatigue, passive and active leisure time, and social relationships. Fatigue occurs as a result of exceeding the body's exercise capacity. The situation is difficult for teenagers who have to adapt to school demands but who are also vulnerable to excessive levels of effort. Passive rest is done through night and daytime sleep. Numerous daily activities are commonly associated with reduced hours of sleep. There are situations where relaxing activities such as watching television programs and using the computer can become tiring. A long time spent on the computer can be associated with restricting social relationships, a phenomenon that must be evaluated more closely. Such studies are essential for maintaining student wellbeing and for ensuring proper school performance.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83660597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-21DOI: 10.53935/2641-533x.v1i2.75
I. Abuzayed, S. David
According to Dubai‘s Design and Fashion Council‘s (DDFC) Design Outlook Report 2016, the MENA region will require approximately 30,000 design graduates by the year 2019. This number is nine times the existing amount of design graduations currently produced annually (DDFC 2016). Therefore, the design education industry is continually growing and becoming very competitive. In the UAE, there are currently 11 institutes, which deliver a bachelor‘s degree in interior design. The aim of this paper is to bring forth recommendations to innovate and enhance an existing interior design program at a leading university in Dubai to set it apart from the competition. Utilizing a positivists (realism) approach to be able to determine the necessary reform required for the interior design program through the content analysis of a) relevant literature review, b) review and analysis of two program accreditation bodies, and c) reviewing two of the top five programs of interior design. An analysis of the findings was formed followed by a comparison to the existing interior design program at the selected university then resulted in three conclusions: 1. Improvement of the learning environment and the collaborative project work both within the institution and internationally. 2. Incorporate effective teaching methodology to enhance the student‘s visualization skills through converging and assimilating teaching methodologies. 3. Additional specialization courses to increase the percentage of design course output in the curriculum while additionally incorporating sustainable design within interior design program.
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